Reimagining the Ballpark Experience Amid COVID-19

Andrew Girard.
“It’s really all about utilizing your resources and building a very strong network,” says Andrew Girard ’19 MA, stadium operations manager for the Hartford Yard Goats. (Photo courtesy of Andrew Girard)

Baseball is a staple of the summertime, but stadiums that would normally be filled with excited fans to cheer on their favorite team are now empty. The COVID-19 pandemic has caused a season setback and a reimagination of the traditional ballpark experience.

Andrew Girard MA ’19 has been preparing for baseball’s opening day since this past September. As the stadium operations manager for the Hartford Yard Goats, Girard oversees the maintenance and facility enhancement projects at Dunkin’ Donuts Park in Hartford, Connecticut. When he learned that the season start date would be delayed due to COVID-19, he and his team began creating systems to ensure that fans would feel comfortable and safe when they were able to return to the park. 

“It really is a brainstorm between everybody involved to make sure that all of us can get back on our feet when this gets going and that we can be successful at executing it,” says Girard.

The pandemic has brought several logistics into question, such as how fans will be seated in the park and how they will get concessions. Girard says the Yard Goats have a variety of planning phases in place that abide by guidelines set by the Centers for Disease Control and Prevention and the Food and Drug Administration. They also must abide by the regulations set by the city of Hartford and the state of Connecticut to determine what capacity the stadium can reach.

“I am confident that we are moving in the right direction and talking to the right people, and we are going to have a plan that serves,” says Girard.

Finding a Career Through Sport

Sports have always been an integral part of Girard’s life. He played baseball during his first two years at Eastern Connecticut State University and then chose to focus solely on his academics in sport management for the remainder of his undergraduate career. He landed his first internship at Rentschler Field, working as a stadium operation assistant, a role that allowed him to build the foundation for his future career.

“I am confident that my education with the Neag School had helped me build that response plan to what it is today, from the way it was organized, to how it was written and the principles used.”

— Andrew Girard MA ’19

Working closely with UConn personnel at Rentschler, Girard networked and secured an internship with the UConn Athletics Department in the spring of his senior year. His internship supervisor and former event management director of UConn Athletics, Danielle Upham MA ’16, along with his professors at Eastern, encouraged him to pursue his master’s degree at the Neag School of Education. When he was accepted into the Neag School’s sport management program, he says he saw it as an opportunity to invest in himself and build his credentials as a professional in the sport world.

“It’s really all about utilizing your resources and building a very strong network,” says Girard. “I went from Rentschler to UConn Athletics to graduate school and then from graduate school to the Yard Goats, all based on people I had met from each experience,” says Girard.

Becoming a Professional

The greatest lesson Girard says he learned in his time at the Neag School was how to portray himself as a strong professional. He found himself better equipped to hold meaningful conversations, ask questions, and step in when needed. He says the Neag School’s sport management program allowed him to bring expertise to the field that he had not acquired during his undergraduate career.

“What you put in is what you get out of things, and I took the opportunity to really focus on my academics, on my skill sets, on my writing, on my reading, and on my ability to articulate conversations as it relates to the field of sports management,” says Girard about his time at the Neag School.

In his role at Dunkin’ Donuts Park, Girard took on the rewriting of the emergency evacuation plan for the 2020 season. This project required extensive risk assessment and organization in order to be properly executed, all of which he says are skills he learned at UConn.

“I am confident that my education with the Neag School had helped me build that response plan to what it is today, from the way it was organized, to how it was written and the principles used,” says Girard.

Joseph Cooper, former sport management faculty at the Neag School, served as Girard’s advisor and mentor throughout his time at the Neag School. Girard says Cooper helped him apply what he was learning in the classroom toward being a better professional in the sport management field.

“He uses sport as a platform to change the way people think about things,” Girard says of Cooper. “The way he invests himself into his passion and dreams inspired me to do the same in my work.”

Giving Back

Girard says the sport management faculty at the Neag School all served as a valuable resource to him and he makes it a point to stay in touch with them and offer his assistance to students. He participates in the School’s annual Career Night in Sports and in the student-led UConn Sport Business Conference, two events that provide students with the ability to learn from and foster connections with sport management alumni.

“Andrew is always willing to stay in contact with our students after these events,” says Laura Burton, sport management professor and head of the Department of Educational Leadership. “He really goes above and beyond to give back to the program.”

Girard says he relied on alumni as a resource for career development and opportunities during his time at UConn, so he wanted to make himself a resource to students and support their growth within the field of sport.

When students ask him what they need to do in order to be successful in the field, Girard says networking is the most valuable tool they can utilize.

“I am a firm believer in the power of networking and that when you do network, you don’t ask for a job but rather ask what that person does and show that you are interested in helping out,” says Girard. “It’s the hard work you put in and your ability to recognize what other people are looking for in their employees that will allow you to be successful.”

Burton says Girard continues to foster connections with the Neag School faculty and has proven himself to be successful at an early stage in his career.

“I have no doubt he will continue on a path to leading a sport organization in the future,” says Burton. “And he will lead it with integrity, compassion, and with a commitment to diversity and inclusion.”

At the time of the reporting for this article, the Hartford Yard Goats had planned on a revised schedule and modified guest accommodations in response to the pandemic. Since publication, Minor League Baseball has cancelled the season and most of the staff, including Girard, have been furloughed.

Strategies for Fostering an Emotionally Safe School Environment

Editor’s Note: The following is an excerpt from the UConn Collaboratory on School and Child Health (CSCH)’s recent report titled “Responding to COVID-19: Simple Strategies Anyone Can Use to Foster an Emotionally Safe School Environment.” Board of Trustees Distinguished Professor Sandra Chafouleas serves as co-director of the Collaboratory, while her co-authors include partners (and Neag School alumni) from the Child Health and Development Institute and EASTCONN. Access the full report in PDF format.

Schools play a critical role in fostering emotional safety for adults and students. In responding to COVID-19, schools planning to reopen must include efforts that define a safe school environment as having not only physical elements such as cleaning practices, ventilation conditions, and physical distancing protocols, but also emotional elements.

Principal Megan Parette greets a student arriving for the school day.
Teachers and school administrators might consider giving a positive greeting to students at the door as they enter the classroom each day. (Cat Boyce/Neag School)

Creating an emotionally safe environment for reopening schools is especially urgent as many students, and the adults who care for them, are experiencing increased mental health concerns or are exposed to trauma as a result of the nation’s double pandemic of COVID-19 and the confrontation of systemic racism.

To foster an emotionally safe environment, every school administrator, teacher, and staff member must have the necessary knowledge, skills, and attitudes to implement strategies that strengthen the core of an emotionally safe school environment.

Some of these strategies – known as “kernels” – can be simple and cost-efficient, and may be integrated easily within any daily routine. In addition, these strategies, which are based on evidence from research findings, can serve everyone in the school community – from students and their families to teachers and staff.

Simple Strategies for an Emotionally Safe School Environment

Physiological Kernels

  • Aerobic play or behavior

Among the benefits of daily physical activity, including individual or group cardio exercise and sports, are reducing depression and stress hormones, and possible increase of cognitive function. Teachers might find ways to incorporate physical activity into classroom instruction, or provide families with examples of games and exercises that adults and their children can engage in at home.

Example Resources: Fit to Learn Tip Sheet; Teachers Take 5

  • Positive greetings

Frequent, friendly verbal (e.g., saying ‘hello’) or physical (e.g., elbow bump, wave) can improve perceptions of safety and stem aggression or hostility. Teachers might consider giving a positive greeting to students at the door as they enter the classroom each day.

Example Resources: Positive Greetings at the Door

Coping Kernels

  • Self-monitoring

Inviting individual students and adults to evaluate their own behavior and measure their performance compared to a personal goal can lead to increased school achievement for students and reductions in alcohol and tobacco use for adults. Younger schoolchildren might rate their own behavior using a picture; older students could decide on a behavior they would like to target, select a method for measuring it (e.g., rating scale) as well as a timeframe (e.g., during study hall). CSCH Logo.

Example Resources: Track Positive Reinforcement With the Be+ App; Teach Students to Change Behavior Through Self-Monitoring

  • Nasal breathing

Breathing deeply through the nose instead of through the mouth can help reduce panic and anxiety and may improve cognitive function, too. Teachers could find several short periods of time per day to guide students in practicing breathing techniques, and families could follow a script or video together with their children at home.

Example Resources: How to Reduce Stress With the 2:1 Breathing Technique (VIDEO); Getting Mindful About Breathing

  • Progressive muscle relaxation

Taking a moment to slowly relax a series of muscles can aid in lowering anxiety, panic, and fear. School staff may benefit from a physical demonstration or video on how to use this technique, and brainstorm times throughout the day when they might be able to use it. Students could take part in such exercises as a class or in small groups, or encouraged to practice outside of class.

Example Resources: Reduce Stress Through Progressive Muscle Relaxation (VIDEO)

Creating an emotionally safe environment for reopening schools is especially urgent as many students, and the adults who care for them, are experiencing increased mental health concerns or are exposed to trauma as a result of the nation’s double pandemic of COVID-19 and the confrontation of systemic racism.

Alum and superintendent Nathan Quesnel greets a student in the East Hartford High hallway.
School administrators, teachers, and parents can tailor such positive messages to students as well as one another as a way of fostering increased cooperation and academic engagement. (Nathan Oldham/Neag School)

Kernels to Increase Positive Response

  • Verbal praise

Individuals who receive specific and positive feedback about their behavior is shown to lead to increased cooperation, academic engagement, and social competence. School administrators, teachers, and parents can tailor such positive messages to students as well as one another.

Example Resources: 10 Simple Ways for Principals to Show Teachers Appreciation

  • Peer-to-peer written praise

Giving a positive ‘shoutout’ to peers that are then shared with the larger group can similarly result in improved social competence, academic achievement, and even physical health. For instance, teachers can have students write something nice about the person sitting in front of them.

Example Resources: Staff Appreciation Coupons; Positive Peer Reporting

  • Special play

School administrators, teachers, and caregivers interacting with students – without placing demands – can, for example, reduce depressive symptoms. Teachers of young children might let students lead play time or play games with them.

Example Resources: Special Play

Kernels to Decrease Negative Response

  • Low-emotion or “private” reprimands

Corrective feedback that is provided in a calm, neutral tone without threat or intense emotion can reduce disruptions, inattention, and aggression.

Example Resources: Respectful Redirection; Five Strategies Principals Can Use to Give Effective Feedback to Teachers

  • Positive practice

Having students, as well as adults, repeatedly practice engaging in positive behavior can help reduce aggression and noncompliance. For students that have been out of school for an extended period, teaching and practicing daily routines and expectations (e.g.,transitions between classes) is needed. If students do not meet this expectation, ask them to repeat the routine and provide verbal praise when they meet the expectations.

Example Resources: Positive Practice

Learn more and find additional free resources in the Collaboratory’s full report, available in PDF format.

This project was completed in partnership between CSCH, EASTCONN, and the Child Health and Development Institute of Connecticut (CHDI). Collaborating authors include Sandra M. Chafouleas, CSCH Co-Director; Taylor A. Koriakin ’20 Ph.D., Neag School doctoral student and educational and behavioral specialist at EASTCONN; Emily A. Iovino ’15 (ED), ’16 MA, ’20 Ph.D., Neag School alumna and educational and behavioral specialist at EASTCONN; Jeana Bracey, CSCH Steering Committee member and associate vice president of School and Community Initiatives at CHDI; and Helene M. Marcy, CSCH program manager.